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Unpacking the Islamophobic & queerphobic logics of the sexuality education classroom: what might queer joy praxis offer?

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Title: Unpacking the Islamophobic & queerphobic logics of the sexuality education classroom: what might queer joy praxis offer?
Authors: Mohammad, Hafsah1 (AUTHOR), Burkholder, Casey2 (AUTHOR) casey.burkholder@concordia.ca, Keehn, Melissa3 (AUTHOR)
Source: Gender & Education. Oct2025, Vol. 37 Issue 7, p811-829. 19p.
Subject Terms: *Sex education, *Cultural pluralism, Islamophobia, Homophobia, Identity politics, Settler colonialism
Geographic Terms: New Brunswick
Abstract: How might invoking queer joy praxis address antiqueer, Islamophobic, and settler colonial carceral logics in sexuality education classrooms? In this paper, we delve into the rise of queerphobic and transphobic policies and rhetoric, alongside growing homonationalist and Islamophobic discourses in New Brunswick, Canada. Using data emerging from five participatory visual workshops with 67 sexuality education teachers collected from 2022-2024, we explore how teachers seemed challenged to reconcile their sexuality education practice with the religious, cultural, and queer diversities that exist in their classrooms. Reflecting on these findings, we invoke the notion of queer joy praxis to confront the Islamophobic logics that emerged across the data. We seek to contribute to a more nuanced understanding of how religious, cultural, and queer diversities operate in and around sexuality education classrooms, considering how they might be reframed into spaces of joyful queer futures, accessible to all students, in all their multitudes. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:How might invoking queer joy praxis address antiqueer, Islamophobic, and settler colonial carceral logics in sexuality education classrooms? In this paper, we delve into the rise of queerphobic and transphobic policies and rhetoric, alongside growing homonationalist and Islamophobic discourses in New Brunswick, Canada. Using data emerging from five participatory visual workshops with 67 sexuality education teachers collected from 2022-2024, we explore how teachers seemed challenged to reconcile their sexuality education practice with the religious, cultural, and queer diversities that exist in their classrooms. Reflecting on these findings, we invoke the notion of queer joy praxis to confront the Islamophobic logics that emerged across the data. We seek to contribute to a more nuanced understanding of how religious, cultural, and queer diversities operate in and around sexuality education classrooms, considering how they might be reframed into spaces of joyful queer futures, accessible to all students, in all their multitudes. [ABSTRACT FROM AUTHOR]
ISSN:09540253
DOI:10.1080/09540253.2025.2544534